The European Qualifications Framework (EQF) is a translation tool that helps communication and comparison between qualifications systems in Europe. Its eight common European reference levels are described in terms of learning outcomes: knowledge, skills and competences. This allows any national qualifications systems, national qualifications frameworks (NQFs) and qualifications in Europe to relate to the EQF levels. Learners, graduates, providers and employers can use these levels to understand and compare qualifications awarded in different countries and by different education and training systems.

For more information on NQF's and their relation to the EQF click on the buttons below:

Legal documents, Studies, Documents agreed by the EQF Advisory Group and

European Qualifications Framework Series

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Qualifications that are part of national qualifications framework are listed on this page. You can scroll down to find all information. Filter by Subject Field, EQF level and Location and you will find more detailed information on qualifications, and a link to the national database. The qualifications are part of national qualifications frameworks that have formally referenced to the EQF

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Candidates will be able to:
plan and organise own work in cooperation with competent local organisations,
ensure the quality and efficiency of work in the working environment in accordance with standards,
make rational use of energy, material and time,
communicate with individuals and institutions in the field of social inclusion,
use modern information and communication technologies,
participate in the organisation and implementation of adult education programmes,
cooperate with members and representatives of the Roma community,
cooperate with organisations and associations involved in Roma issues,
respect and observe the principles of multiculturalism based on respect for diversity, coexistence and overcoming prejudices.
...

Candidates will be able to:
participate in the planning and organisation of own work and in the preparation of the workspace in cooperation with professional colleagues,
make rational use of energy, material and time,
protect health and the environment,
communicate with children, parents and co-workers in Slovene and a Roma language/dialect,
participate in work with pre-school and elementary school children,
work with parents and/or guardians of Roma children,
respect and observe the principles of multiculturalism based on respect for diversity, coexistence and overcoming prejudices.
...

Learning outcomes are determined through the main objectives and tasks of secondary education programmes outlined in the state general secondary education standard. For more information, see the Cabinet of Ministers Regulations No. 281 “Regulations on the state general secondary education standard, standards of study subjects and samples of education programmes” (adopted on 21.05.2013): Read standard ...

Learning outcomes are determined through the main objectives and tasks of secondary education programmes outlined in the state general secondary education standard. For more information, see the Cabinet of Ministers Regulations No. 281 “Regulations on the state general secondary education standard, standards of study subjects and samples of education programmes” (adopted on 21.05.2013): Read standard ...

Learning outcomes are determined through the main objectives and tasks of secondary education programmes outlined in the state general secondary education standard. For more information, see the Cabinet of Ministers Regulations No. 281 “Regulations on the state general secondary education standard, standards of study subjects and samples of education programmes” (adopted on 21.05.2013): Read standard ...

Learning outcomes are determined through the main objectives and tasks of education programmes for students with severe mental disorders outlined in the state basic education standard. For more information, see the Cabinet of Ministers Regulations No. 468 “Regulations on the state basic education standard, standards of basic education study subjects and samples of basic education programmes” (adopted on 12.08.2014), Annex 30: Read standard ...

Learning outcomes are determined through the main objectives and tasks of special basic education programmes outlined in the state basic education standard. For more information, see the Cabinet of Ministers Regulations No. 468 “Regulations on the state basic education standard, standards of basic education study subjects and samples of basic education programmes” (adopted on 12.08.2014), Annex 28: Read standard ...

Learning outcomes are determined through the main objectives and tasks outlined in the state basic education standard. For more information, see the Cabinet of Ministers Regulations No. 468 “Regulations on the state basic education standard, standards of basic education study subjects and samples of basic education programmes” (adopted on 12.08.2014): Read standard ...

Learning outcomes are determined through the main objectives and tasks of education programmes for students with mental health disorders outlined in the state basic education standard. For more information, see the Cabinet of Ministers Regulations No. 468 “Regulations on the state basic education standard, standards of basic education study subjects and samples of basic education programmes” (adopted on 12.08.2014), Annex 29: Read standard ...

The students shall be capable of: Knowledge: - understanding basic concepts and theories of the education sciences, while being familiarized with the methodologies thereof (educational training); - acquiring the necessary knowledge on sciences and arts, which provide the contents of the curriculum of the kindergarten (special scientific and artistic training), acquire knowledge for teaching the activities of the kindergarten (teaching training); - developing the competence of stochastic - critical analysis of the educational work (connection of personal educational theory and practice);- understand and make use of foreign scientific literature, while having a sufficient and advanced knowledge of their field. Skills: - applying the advances and the achievements of the educational sciences on the teaching practice; - proceed to independent research, with the purpose of producing new knowledge on issues of education and teaching; - fulfilling with responsibility and success their pedagogic-didactic work; - resolving composite or new problems arising during the conduct of their pedagogical work; - communicating with every member of the educational community, with the purpose of disseminating information, ideas, and practical solutions to significant problems.Competences:- handling successfully the pedagogical issues resulting during the conduct of their educational work; - undertaking proactive initiatives for the application of innovative actions, within the context of exercising the educational practice; - com ...